Second_Life_How_to

=Second Life: How to make a board game.= dickebk@yahoo.com
 * ===Brian Dickey===

Shawn Shepard
shawn-shepard@hotmail.com www.shawn-shepard.com/SecondLifeCheckers

Contents:
Overview Instructional Objective Learners Context of Use Motivational Issues Design Process References Bottom of page || ||

Overview
Make your own checkers set and play against your friends in Second Life (SL) now matter where they are in the world. It's almost like being there in person. This interactive tutorial will use Captivate to simulate the procedures and processes of making a 3D checker board game in the virtual world of Second Life (SL). The simulation will begin with a narration and visual screencast showing the learner the various steps in using the SL object creation interface for creating specific 3D game objects. After this, the learner will have the chance to interact with a simulation of the same procedures. top bottom

Instructional Objective
After going through this simulation, a learner will be able to use Second Life's 3D object interface (which is located within the Second Life application on the learner's computer) to create simple 3D objects. He or she will also be able to group these 3D objects together so they may be placed into their personal SL inventories. In addition, he or she will later re-locate these grouped objects, drag them back into the virtual SL environment, ungroup them, and then interact with and move the individual game pieces on the game board.

Learners
This game is designed for beginning to intermediate users of the Second Life application. This tutorial is designed for the age range that makes up SL users; which is from 30-55 years of age. The education can range from a high school graduate up to various levels of college education. The learners should also have the desire to learn to create simple 3D objects for the purpose of interacting with other SL users. They should already have an existing account as a Second Life user as well as having used the Second Life application for some time. They should also have used the SL application long enough to be familiar with the following basic skills:
 * Moving or navigating their avatar within the virtual environment (i.e. maneuvering around objects, turing one's avatar in various directions while walking at the same time)
 * Using various views (i.e. avatar-'mouse view', general 'bird's eye' viewing, zooming in and out of view on a targeted object, panning the 'camera view' up, down, and from sided to side)
 * Know how to bring up their inventory interface, be familiar with its various folders, and use the search function to search for various items.
 * Know how to right click on 3D objects and at least be familiar with the various sub-menu options that exist when right clicking on them.

Context of Use
The simulation could be used at home or in a university classroom. As described in the learner section, the user could be anyone who already has a Second Life account and has the basic user skills. Any user who wishes to have something fun to do with their SL friends while socializing in the virtual environment can use this training simulation. This also provides a basic introduction to building in SL to users who are wishing to get "their feet wet" but not take on a too ambitious or overwhelming project. top bottom

Motivational Issues
In relation to Keller's ARCS model:

Attention:
The initial attention element is having an avatar and being 'immersed' in a 3D environment. This is more visually stimulating and engaging for learners than passively viewing an instructional video, text on a web page, or reading an instruction manual. The learner is further engaged in the learning content through the ability to practice the procedures being taught and receive immediate feedback. Another way our training simulation keeps the learner's attention and engagement is through breaking up the instructional content into small segments.

Relevance:
The instructional content and goals of the tutorial are relevant to the targeted audiences' goals for learning more about creating 3D objects in SL as well as playing a game made up of 3D objects in SL.

Confidence:
Confidence should be high in regards to expectations for success due to the target audience already having experience within the SL virtual environment, as well as with using the SL application's interface. Therefore, it was not necessary to create a training simulation that built up the learner's level of confidence as with an audience of complete beginners in using the SL application. Learners can expect to successfully build a 3D checker board once they complete the training simulation. Confidence is also maintained with a learning environment allowing learners to freely make mistakes with no level of embarrassment. Learners are also aware of their ability to direct consequences of their behavior through the efforts they make in learning the procedures. If they go through the simulation, and learn the procedures, then they can correctly build the 3D objects through their own efforts.

Satisfaction:
After going through this simulation, learners will have the satisfaction of being able to generate 3D objects in a virtual world. This creates a level of intrinsic rewards. This also satisfies their desire to express their creativity freely and interactively. There is also the satisfaction of creating your own 3D object in a relatively easy way (compared to using 3D object creation software such as Daz or Google Sketch). Being able to interact with and use these objects with others is also highly satisfying for the learner. In addtion, there is a strong sense of 'co-presence' when a group of users are together in this space interacting. There is also a form of conditioning system through immediate feedback (i.e. the words: 'Correct!' or "Incorrect, please try again') when attempting to perform the procedures. top bottom

Design Process
Describe the process you went through in putting the game together. What were your first thoughts? How did you enhance your ideas? What ideas did you consider and reject (and why?). How did you gather background information? What did you do to get feedback on the idea? How did you flesh out the game to the point of having a playable prototype? How did you gather feedback from that? What lessons did you learn from this that you'll carry to your next game design project?

Our first thoughts in this design process were to brainstorm with each other what instructional content to teach related to using the SL application and involving the SL experience. We initially came up with a list of ideas. We then analyzed what efforts it might take undertaking each proposed idea as well as the level of interest in those ideas between the two of us. After reflecting on what it would take for each listed item to be converted into a training simulation, we realized the least complicated and most interesting project would be how to create a board game in SL. We came to this conclusion from combing our background knowledge in using the Second Life interface, and our experiences within the SL virtual environment. I (Brian) had already taken some basic building classes within SL and had some experience with building as well. From interacting with more experienced SL residents in the past, I could evaluate the amount of effort, skill, and time it would take in creating tutorials for our present ideas. Therefore, with our combined knowledge and experience in SL we decided the board game project would be the best choice. top bottom